Development FRQ

Five-year-old Jessie went to a fire station with her kindergarten class. When she got
home, Jessie, who is in the pre-operational stage of cognitive development, eagerly told
the story of her adventure to her older brother. Describe how the following factors might
have influenced her behavior at the fire station and/or the story she told to her brother.
Be sure to provide an appropriate example of EACH factor
 
 Egocentrism
 Attachment
 Initiative vs. Guilt
 Observational Learning
 Schema
 Baumrind’s research on parenting styles
Development FRQ Rubric
General Considerations:
No circular applications- can’t use the term itself to define or apply
Applications must apply to Jessie’s visit to the firehouse or Jessie telling her story

Point 1: Egocentrism
Students must relate to Jessie’s egocentric perspective, not her egocentric personality

For Example:
 Tells of events that happened to all kids as though they happened only to her
 Action in the story depends upon Jessie’s presence or actions
 Did not explain story in detail or clearly enough because Jessie can’t place herself
in her brother’s position
 Ignores interest or questions from brother to pursue egocentric perspective.
 
Point 2: Attachment
Students must use one of the following terms related to attachment: secure attachment,
insecure attachment, avoidant attachment, ambivalent attachment, disorganized
attachment AND must connect to how the attachment style would impact Jessie’s
behavior at the firehouse.

For example: “Jessie has secure attachment with her parents who are loving and
responsive to her needs. She has developed trust and knows that they are there for her
when needed. While at the firehouse, she is confident and comfortable even in this new
setting.”

Point 3: Initiative vs. Guilt

Students must identify which side of the Eriksonian crisis Jessie falls on AND correctly
connect it to her behavior at the firehouse

For Example: “Based on mastering the earlier stages of Trust vs. Mistrust, and
Autonomy vs. Doubt, Jessie feels a good amount of initiative; desire to take action on
her own without prompting. While at the firehouse, she raises her hand several times to
ask the firemen questions.”
 
Point 4: Observational Learning
Students must provide an example where Jessie sees someone do something and then
models or imitates the observed behavior.

For example: Jessie tells how she slid down the fire pole after watching the firemen do
it. Jessie demonstrates stop drop and roll after seeing the firemen demonstrate it.
Point 5: Reconstructive Memory
Students must provide an example where Jessie accidentally introduces new elements
or distorts what was actually witnessed at the firehouse.

For Example: “Parts of Jessie’s story may not have occurred, but were created by her
mind to fill in the memory gap. For instance, she may have said she slid down the pole,
but actually didn’t.” OR “Jessie’s brother asks her if it was fun to ring the bell, leading her
to falsely remember doing so.”
Do Not Score:
Merely retelling the story out of sequence
Omissions of the story- a new element must be inserted into the story to fill a gap
Examples of explicit lies or fabricated story elements
 
 
Point 6: Schema
Students must provide an example of how a schema is used in Jessie’s story or modified
by Jessie’s experiences at the fire station. An example of an existing schema that is
resistant to change is scored.

For example: “Jessie’s schema of firefighters is that they only fight fires- they don’t help
in accidents.” Jessie used to think that all firefighters were men, but after seeing a
woman at the firehouse, she changed her schema.”
 
Point 7: Baumrind’s Parenting Styles
Students must use one of the following terms relating to parenting styles: authoritative,
authoritarian, permissive, indulgent, neglectful, indifferent, rejecting, uninvolved AND
must connect to how the parenting style would impact Jessie’s behavior at the firehouse.

For Example: “Jessie’s parents are very permissive, allowing her to do whatever she
pleases with no consequences. As a result, Jessie feels like she can do whatever she
pleases anywhere she goes. At the firehouse, she has difficulty following directions and
acts impulsively, touching things she should not.”